HED4808
ASSIGNMENT 4 (PORFOLIO)
DUE DATE: 22 January 2025
Written Assignment Submission Guidelines:
Please ensure that your assignment is submitted electronically through the myUnisa platform no
later than January 2025. Kindly note that fax or email submissions will not be accepted.
NB: Assignment submitted to the lecturer(s) through email will not be considered.
SECTION A
QUESTION 1: Critically Review of the Dialogue and Motivation
The dialogue between the professor and the student highlights a key tension in higher education:
the balance between maintaining academic rigor through traditional knowledge systems and
incorporating diverse epistemologies such as Indigenous knowledge systems. The professor seems
to advocate for preserving established academic frameworks, while the student calls for greater
inclusivity and the integration of marginalized perspectives. This exchange reflects broader debates
about decolonizing education and the need for curricula to address cultural, social, and epistemic
diversity.
1.1 The Professor’s Perspective
The professor’s perspective on the module’s content may be seen as valid or invalid depending on
the underlying epistemological framework and pedagogical goals. If the professor emphasizes a
Eurocentric or dominant epistemological approach, this could be valid for its historical rigor but may
lack inclusivity. In contrast, focusing solely on Western paradigms without integrating Indigenous
ASSIGNMENT 4 (PORFOLIO)
DUE DATE: 22 January 2025
Written Assignment Submission Guidelines:
Please ensure that your assignment is submitted electronically through the myUnisa platform no
later than January 2025. Kindly note that fax or email submissions will not be accepted.
NB: Assignment submitted to the lecturer(s) through email will not be considered.
SECTION A
QUESTION 1: Critically Review of the Dialogue and Motivation
The dialogue between the professor and the student highlights a key tension in higher education:
the balance between maintaining academic rigor through traditional knowledge systems and
incorporating diverse epistemologies such as Indigenous knowledge systems. The professor seems
to advocate for preserving established academic frameworks, while the student calls for greater
inclusivity and the integration of marginalized perspectives. This exchange reflects broader debates
about decolonizing education and the need for curricula to address cultural, social, and epistemic
diversity.
1.1 The Professor’s Perspective
The professor’s perspective on the module’s content may be seen as valid or invalid depending on
the underlying epistemological framework and pedagogical goals. If the professor emphasizes a
Eurocentric or dominant epistemological approach, this could be valid for its historical rigor but may
lack inclusivity. In contrast, focusing solely on Western paradigms without integrating Indigenous
